新修訂特殊教育課程綱要執行問題之研究－以台中市國民中學集中式特教班為例

南華大學機構典藏系統 > 社會科學院 > 國際事務與企業學系(亞太研究碩士班,公共政策研究碩士班,歐洲研究碩士班) > 博碩士論文-公共政策研究碩士班 > Item 987654321/23345

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題名:	新修訂特殊教育課程綱要執行問題之研究－以台中市國民中學集中式特教班為例
其他題名:	The Research of Executing ＂Newly Revised Curriculum Guidelines for Special Education＂ for the Junior High School Special Education Class in Taichung City
作者:	黃瓊瑤 Huang, Chung-Yao
貢獻者:	國際事務與企業學系公共政策研究碩士班彭安麗 An-Li Peng
關鍵詞:	特殊教育;特教班;認知功能;特殊教育課程綱要;九年一貫課程綱要 Cognitive Function;Special Education Class;Special Education;Curriculum Guidelines for Special Education;Grade 1-9 Curriculum Guidelines
日期:	2015
上傳時間:	2015-09-10 15:35:18 (UTC+8)
摘要:	本研究旨在了解從政策執行的角度探究新修訂特殊教育課程綱要執行的情形與所遭遇的問題，並藉由研究結果提供相關單位或人員一些參考與建議。本研究採質性研究，運用文獻分析和深入訪談法，以台中市特殊教育班級教師為研究對象，分別選取擔任導師、專任教師及兼任行政人員教師為樣本，逐一進行深入訪談。本研究的結果如下:一、政策本身所具有的條件方面(一)政策規劃不周延且推行倉促。(二)政策立意良善，但目標難達成。(三)政策提供資源不夠完善，相關研習不足且無法有效增進教師知能。二、政策問題的特質方面(一)教師利用可行理論與技術調整九年一貫能力指標不易。(二)學生能力差異大，人力不足，無法完全顧及學生特殊需求。三、政策本身以外的條件方面(一)政策制定未能有效與教師溝通，教師對於政策內容認知模糊。(二)教師及部分的家長對新修訂課程綱要存疑。(三)專家學者意見未統整。(四)特教教師加入課程發展委員會有利於執行組織間的溝通與整合。(五)輿論報導增加家長及教師執行新修訂特殊教育課程綱要的疑慮。四、執行的現況問題方面(一)能力指標過於抽象，調整能力指標轉化為個別化教育計畫教學目標困難。(二)特殊教師不熟悉普通教育課程，各領域教學專業不足。(三)教學科目過多，內容的選定及設計困難，老師工作負荷大。(四)學生能力差異大，特殊需求不同，人力不足，難以符合學生個別需求。(五)學生認知課程學習成效不佳對學生沒有實質幫助。(六)欠缺輔導或參考範例。　　最後，本研究根據研究結果，提出對教育行政機關、學校單位及特殊教育教師及未來研究者之建議。　　The research aims at realizing that from the angles of executing policy to discuss the situation of executing the Newly Revised Curriculum Guidelines for Special Eduction, and that realizing the difficulties which teachers will face while executing the Newly Revised Curriculum Guidelines. The research bases on qualitative research, using analyzing doucuments and deep interviewing. The author took the teachers in the junior high school special educaiton classes in Taichung City for the interviewees, choosing eight people who are homeroom teachers, designated teachers and the teachers who are also administrative staffs for example and interview them one after another. The results of the research are as below:I.The conditions of policy itself1.Owing to the Policy’s plan not-circumspect and hasty implementation, although conception of goodness, it is difficult to achieve the goal. 2.The policy did not provide adequate resources for the teachers and the related special education advanced studies can not effectively enhance their professional knowledge and ability.II.Characteristics of policy issues1.It is not easy for the special education teachers to use the teaching theories and technology they know to adjust the competence indicators. 2.Inter-individual differences between students and lack of manpower can not fully meet special needs of the students.III.Other conditions than the policy itself1.Policy makers failed to communicate effectively with the teachers, the teachers’ recognition for the policy’s contents is fuzzy. 2.Some teachers and parents questioned the policy. 3.No consensus opinions between the experts and scholars. 4.Special education teachers joining the Curriculum Development Committee is in favor of the implementation and integration of inter-organizational communication. 5.Media coverage increased the parents and teachers’ suspicion. IV.The status of implementation issues1.The Competence indicators are too abstract, it is difficult to adjustment the indicators to the individualized education plan teaching goals . 2.The special education teachers are not familiar with the general education curriculum, their professional ablilities of teaching too many fields are shortage. 3.There are too many subjects to teach for the special education teachers. It is hard for them to select the contents and also hard for the teaching plans. And that makes the teachers heavy workload. 4.Manpower is insufficient to meet the individual needs of students. 5.The students’ cognitive curriculum learning makes poor learning outcomes, the policy is no real help for the students. 6.Lack of counseling or reference samples.　　Finally, according to the results of this research, the author offered the suggestions for the government education administrators, school, specail education teachers and researchers in the future.
顯示於類別:	[國際事務與企業學系(亞太研究碩士班,公共政策研究碩士班,歐洲研究碩士班)] 博碩士論文-公共政策研究碩士班

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